# Search Standards

Standard Name STAAR Student Expectation
C use ratios to make predictions in proportional situations.
6.4.A use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area; and
6.4.B use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.
6.5.A The student is expected to formulate equations from problem situations described by linear relationships.
6.6.A use angle measurements to classify angles as acute, obtuse, or right;
6.6.B identify relationships involving angles in triangles and quadrilaterals; and
6.6.C describe the relationship between radius, diameter, and circumference of a circle.
Resource ID Author Select Subject(s) Grade Title
TEKS12_MATH_06_001 bgraham Mathematics 6

## Math_06.jpg

### Exploring the Ratio of Circumference to Diameter

This activity provides an opportunity for students to explore the ratio of the circumference of its circle to the length of its diameter in order to generalize the ratio for pi.

6.7.A The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.
6.8.A estimate measurements (including circumference) and evaluate reasonableness of results;
6.8.B select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;
Resource ID Author Select Subject(s) Grade Title
TEKS12_MATH_06_002 bgraham Mathematics 6

## Math_06.jpg

### Area of Triangles, Parallelograms, and Trapezoids

These activities provide an opportunity for students to explore the area formulas for triangles, trapezoids, and parallelograms.

6.8.C measure angles; and
6.8.D convert measures within the same measurement system (customary and metric) based on relationships between units.
6.9.A construct sample spaces using lists and tree diagrams; and
6.9.B find the probabilities of a simple event and its complement and describe the relationship between the two.
6.10.A select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot;
6.10.B identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data;
6.10.C sketch circle graphs to display data; and
6.10.D solve problems by collecting, organizing, displaying, and interpreting data.
6.11.A identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
6.11.B use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
6.11.C select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
6.11.D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
6.12.A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
6.12.B evaluate the effectiveness of different representations to communicate ideas.
6.13.A make conjectures from patterns or sets of examples and nonexamples; and
6.13.B validate his/her conclusions using mathematical properties and relationships.
7.1.A compare and order integers and positive rational numbers;
7.1.B convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and
7.1.C represent squares and square roots using geometric models.
7.2.A represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers;
7.2.B use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
7.2.C use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;
7.2.D use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
7.2.E simplify numerical expressions involving order of operations and exponents;
7.2.F select and use appropriate operations to solve problems and justify the selections; and
7.2.G determine the reasonableness of a solution to a problem.
7.3.A estimate and find solutions to application problems involving percent; and
7.3.B estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.
7.4.A generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling;
7.4.B graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and
7.4.C use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence.
7.5.A use concrete and pictorial models to solve equations and use symbols to record the actions; and
7.5.B formulate problem situations when given a simple equation and formulate an equation when given a problem situation.
7.6.A use angle measurements to classify pairs of angles as complementary or supplementary;
7.6.B use properties to classify triangles and quadrilaterals;
7.6.C use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and
7.6.D use critical attributes to define similarity.
7.7.A locate and name points on a coordinate plane using ordered pairs of integers; and
7.7.B graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane.
Resource ID Author Select Subject(s) Grade Title
TEKS12_MATH_07_001 bgraham Mathematics 7

## Math_07.jpg

### Reflections

These activities provide an opportunity for students to explore reflections both on and off of a coordinate plane.

TEKS12_MATH_07_002 bgraham Mathematics 7

## Math_07.jpg

### Translations

These activities provide an opportunity for students to explore translations both on and off of a coordinate plane.

7.8.A sketch three-dimensional figures when given the top, side, and front views;